Task: define and discuss your understanding of constructivist learning and teachingConstructivism is a theory of how one learns; by interpreting and making sense of new knowledge so that it builds upon their existing knowledge, or schema. A teacher who facilitates a constructivist based classroom does not merely transmit information to their students and expect it to be employed. Instead, they present new information to students using various forms so that students will find a way to connect new knowledge with existing schema, and so that those that lack prior knowledge are supplemented and still able to take part in the learning opportunity. Effective discussion is encouraged in a constructivist classroom , as it is recognised that discussion allows opportunity for a learner to articulate their own knowledge and consider their own way of thinking whilst also allowing opportunity for a ‘criss-cross of a conceptual landscape’; that is, ability to see from other perspectives. Discussion allows learners to modify the information thus enabling them to digest in a manner that makes sense to them; to construct their meaning of the new learning. Students in a constructivist classroom are masters in their own knowledge. They are the directors, whilst teachers are their guide. The teacher remains sceptical of their instructions, which allows them to be continually assessing effectiveness and to intervene where necessary. A teacher who engages in the constructivist learning theory recognises that the most effective learning opportunities are those that connect to real life. Many lesson in a constructivist based classroom will include hands on activities whilst also using technology in the various forms of new knowledge representation. The teacher of a constructivist classroom does not only guide their students to a correct answer, but he/she equips them with skills that enables them to think metacognitively, to think autonomously, and to communicate effectively; skills that are viewed as essential for continual knowledge development skills that prepare students for the challenges they will face in the 21st Century.
A teacher who facilitates a constructivist based classroom does not merely transmit information to their students and expect it to be employed. Instead, they present new information to students using various forms so that students will find a way to connect new knowledge with existing schema, and so that those that lack prior knowledge are supplemented and still able to take part in the learning opportunity.
Effective discussion is encouraged in a constructivist classroom , as it is recognised that discussion allows opportunity for a learner to articulate their own knowledge and consider their own way of thinking whilst also allowing opportunity for a ‘criss-cross of a conceptual landscape’; that is, ability to see from other perspectives. Discussion allows learners to modify the information thus enabling them to digest in a manner that makes sense to them; to construct their meaning of the new learning.
Students in a constructivist classroom are masters in their own knowledge. They are the directors, whilst teachers are their guide. The teacher remains sceptical of their instructions, which allows them to be continually assessing effectiveness and to intervene where necessary.
A teacher who engages in the constructivist learning theory recognises that the most effective learning opportunities are those that connect to real life. Many lesson in a constructivist based classroom will include hands on activities whilst also using technology in the various forms of new knowledge representation.
The teacher of a constructivist classroom does not only guide their students to a correct answer, but he/she equips them with skills that enables them to think metacognitively, to think autonomously, and to communicate effectively; skills that are viewed as essential for continual knowledge development skills that prepare students for the challenges they will face in the 21st Century.